EFFECT OF BLENDED LEARNING UTILIZATION ON THE SELF-ESTEEM OF BIOLOGY STUDENTS IN SENIOR SECONDARY SCHOOLS, FEDERAL CAPITAL TERRITORY, ABUJA, NIGERIA

Abstract

This study examine the effect of blended learning utilization on the self-esteem of Biology students in senior secondary schools in the Federal Capital Territory (FCT), Abuja, Nigeria, with particular focus on students’ level of self-esteem and gender-based differences in their perceptions. A descriptive survey research design was adopted for the study. The population comprised all senior secondary school Biology students in public secondary schools in the FCT, Abuja. Using a multistage sampling technique, a sample of 381 students drawn from intact classes participated in the study. Data were collected using a structured questionnaire titled Biology Students’ Self-Esteem towards Blended Learning Questionnaire (BSSEBLQ), which was validated by experts and yielded a reliability coefficient of 0.85 using Cronbach’s Alpha method. Data were analysed using mean, standard deviation, and independent samples t-test at a 0.05 level of significance. Findings revealed that Biology students exhibited a high level of self-esteem towards blended learning, as indicated by a mean score of 2.91, which exceeded the benchmark mean of 2.50. The results further showed that there was no statistically significant difference between male and female students in their level of self-esteem towards blended learning, t(379) = 0.67, p > 0.05. This indicates that blended learning positively influences students’ self-esteem irrespective of gender. The study concluded that blended learning is an effective instructional approach for enhancing the self-esteem of Biology students in senior secondary schools. It was recommended that Biology teachers and educational stakeholders promote the integration of blended learning strategies in classroom instruction to foster students’ confidence, engagement, and inclusive learning experiences.